1. Enrollment Management : Faculty Roles
Dianna Chiabotti, Rep at Large
Dolores Davison, North Rep
Jane Patton, President
Leadership 2010
Enrollment Management: What exactly are the faculty roles?
Several factors make enrollment management today more challenging than ever: forced reductions in course offerings, pressure to focus on a few core missions, surging enrollment, more “re-directs” from CSU and UC and an increasing demand for basic skills courses due to the students’ needs and the changes regarding application of prerequisites. Using the ASCCC paper from 2009 on Enrollment Management, these Exec members will summarize some strategies and explore options for local senates in college and district enrollment management discussions and decisions. Enrollment management should not be left only to administrators! 
Leadership 2010

2. Why written Resolution 17.01 Fall 2007
Update to 1999 paper; a supplement to it

3. Why senates should care
Title 5 §53200 establishes the academic senate’s roles (academic and professional matters).
Senate roles: class size, sequence, pre-reqs
Senate role: policy & procedures development
Sometimes faculty think that EM is only an administrative task. . . But. . .

4. Themes & Content of Paper
Got policy?
What has changed
Roles of constituents
Balanced curriculum
Strategies for:
An EM philosophy
An EM policy
EM procedures
These are the major topics in the paper. Next we will elaborate on several of these areas (which is the following slides)

5. What Has Changed Since 1999 Course delivery modes
Calendars and scheduling
Demands for outcomes, accountability, productivity
Enrollment variables and trends
Focus on Basic Skills
Apportionment
Accreditation
Because the paper is an update from 1999, in the paper we point out how much has changed in the last decade. . .
(summarize these briefly)

6. Who Are The Constituents?
Faculty
Administrators
Union or Bargaining Group
College and District Committees
Students and Staff
The Silent Constituents
The paper lays out the roles of each group.

7. A Balanced Curriculum Multiple missions of CCC’s
Critical decision-making process that should be well-informed
Course offerings are related to curriculum, thus within faculty purview
Minimize conflict with broad participation
Ad Hoc Committee: “Balance of Curriculum”
In the paper, we provide ideas that can be used to stimulate a local discussion about the big picture of curriculum. Our overall offerings and how much FTE is given to each program should be a part of the ongoing dialog that faculty must engage in with others.

8. Recommendations Create a forum Consider 1999 recommendations
Assert faculty role
Initiate any needed changes
Clarify senate roles
Who? What? When? Why? How?

9. How EM applies to local senates
Examples from one college:
Cuts
Scheduling guidelines
Senate resolution on cancellations
I’d like to give you a couple examples from a college
This paper reminds us how our local senates must ensure their participation in academic matters such as these!

10. Scenario #1 Imagine you are the senate president.
Your college has determined all departments should reduce offerings by 10% for the next term.
What questions should you ask immediately about this directive?
What are the strategies to manage this?
They have min discussion; 5-8 min report out to the whole group
Get into 3-4 groups, led by us. The groups will be asked to discuss either scenario #1 or #2 to answer.
Group leaders will list some questions & strategies they come up with & report out at end.
Report out after the discussion

11. Scenario #2
You have a college wide EM policy, but not any procedures. Your college has to reduce offerings due to budget cuts and departments are being pitted against each other to compete for FTE.
What’s the solution?
What safeguards do you need to have in place to prevent devaluing of programs and faculty?
Task: Discuss the possible solution(s).
And list the safeguards
Report out after the discussion

12. Discussion of your local issues and solution
How are decisions made at your college?
Do you have an EM policy? Procedures?
What is the senate’s role? Who should be involved in EM?
Does your department regularly discuss EM issues?
If we have time, let’s do this 3rd round of small group discussion
These can be a follow up to the scenarios---use as needed.
This can be another round of small group discussion if time permits.

13. FAQs Who is responsible for EM? Senate’s role?
What happens when decisions need to be made quickly?
How can faculty see the big picture?
How are emerging needs met?
Who decides when to cancel a class?
What is the role of counselors?
Who decides about prerequisites?
They’re in the paper

14. Conclusion
“All curriculum is, at bottom, a statement a college makes about what it thinks is important.”
--Cohen & Brawer
If course offerings are not an academic & professional matter, I don’t know what is. . .